This booklet is a reference prepared for new
biology major by the department. It is intended to clarify the
requirements of the major, introduce the courses which fulfill the
requirements, and briefly discuss opportunities and resources
available to biology majors.

An active pursuit of your major is to be
encouraged. Interested students can become involved in independent
research projects, summer research with a faculty member, and the
off-campus Marine Biology, Tropical Rainforest Ecology and/or ACM
Wilderness Field Station courses. Also, students can participate in
setting the department's curriculum and policy through the
Departmental Curriculum Committee (DCC), which is composed of
Junior/Senior majors. Not only does the DCC present its ideas
directly to the faculty, but it also acts as a liaison between other
biology majors and the faculty.

Although the department is large,
opportunities exist for student-professor and student-student
interactions, such as research projects, guest speaker seminars,
field trips, social gatherings, and more. These activities would not
be possible without active student interest and
initiative.

Revised April 1999

COURSE REQUIREMENTS FOR THE BIOLOGY
MAJOR

The distribution requirements for the
biology major expose the student to many biological disciplines. By
the time of graduation, the biology major should be familiar with the
form, physiology, heredity, development, evolution, and ecological
relationships of a variety of organisms.

The successful completion of 9 courses in
biology is required of all majors. These courses include the
following:

2 123 (Energetics and Genetics),
offered Fall and Winter terms.

124 (Diversity, Form & Function),
offered Winter and Spring terms.

All biology majors must take these 2
courses in sequencebefore they may take
any other courses in the department (with exceptions noted in
the College Catalog).

4 One course from each of the 4
groups listed below. Be aware that some of these courses are
offered on an alternate-year basis.

2 Two electives, which may
include a 6-credit Independent Research (see p. 4), a
junior/senior seminar (see p. 5), or any of the courses in the
groups listed below.

1 The Senior Integrative
Exercise (see p. 5).

9 Total

Biology CoursesTerm
Offered

99/00 |00/01Laboratory

Organismal/Physiology
Group

232 Biology of Invertebrates | W Yes,
incl.

234 Microbiology S | S Yes, 2-cr.

238 Entomology F | Yes, 2-cr.

242 Vertebrate Morphology | F Yes,
2-cr.

245 Animal Behavior F | Yes,
incl.

330 Animal Physiology W | W Yes,
2-cr.

386 Neurobiology F | F Not in
99/00

Genetics/Development Group

240 Genetics F | F Yes, 2-cr.

340 Developmental Genetics F | F
No

342 Animal Developmental Biology W | W Yes,
2-cr.

344 Plant Development | S Yes,
2-cr.

Evolution/Ecology Group

250 Marine Biology W | Yes, incl.

252 Aquatic Biology S | S Yes,
2-cr.

350 Evolution W | W No

352 Ecology S | S Yes, 2-cr.

356 Ecosystem Ecology F | F Not in
99/00

361 Tropical Rainforest Ecology | F W
No

Cell/Molecular Group

280 Cell Biology S | S Yes, 2-cr.

310 Immunology W S* | W Yes,
2-cr.

380 Biochemistry F | F Yes, 2-cr.

382 Molecular Biology S | S Yes,
2-cr.

384 Molecular Biology of Cancer W | W
No

*Junior Priority

Note: This schedule is still subject to
changes.

Note that there are three additional
conditions that apply to the 9 biology courses that fulfill the
requirements for the major.

1. At least one course must have
an emphasis on analysis and critical evaluation of data. Such
courses include Biology 340, 344, 361,382, 384 and all of the
junior/senior seminars (Biology 363-377).

2. Courses that have a separate, 2-credit
laboratory may be counted towards the major only if both
the lecture and laboratory sections of the course are taken
concurrently.

3. All courses used to fulfill the
requirements for the major must be taken for a grade and passed
with a "C-" or better.

Because of the close relationship of biology
to the physical sciences, biology majors must also complete the
following 3 sets of courses in chemistry and physics/statistics with
a grade of C- or better.

1. Chemistry 123 (Principles of
Chemistry)
or
Chemistry 120 and 121 (General Chemistry I and II)

Physics 122 is designed for the
mathematically inclined student interested in theoretical physics
and its in-depth math. Physics 112 covers some of the same topics
as 122, but without calculus; it includes topics in classical
physics and will provide better preparation for the MCAT and
biology GRE exams. Physics 126 is also recommended for students
preparing for the MCAT. Mathematics 215 is recommended for
students with strong interests in disciplines with quanitative
experimentation, such as ecology and population genetics.

INDEPENDENT
RESEARCH

Biology majors are urged to engage in a
laboratory research project in the department as an Independent
Research (Biology 292 or 392). Independent Studies provide unique
opportunities for students to venture outside of the standard
curriculum. They are arranged with the approval and advice of a
sponsoring professor and may culminate in a term paper. In
formulating a project, you should consider the department's resources
and the demands your project will make on the professor's time. It is
advisable to schedule regular meetings with your sponsoring professor
during the course of your project. Registration for an Independent
Research is accomplished by listing Biology 292 or 392 on the normal
registration form and completing an Independent Research form, which
is available at the Registrar's office. Grading is to be negotiated
with your supervisor and may be on a letter graded basis or S/CR/NC.
One 6 credit Independent Study may count toward fulfilling the
elective in the major.

SEMINARS

Junior/senior seminars (Biology 361 - 377)
will be offered each year. The tentative schedule for academic
years 1999/00 and 2000/01 is as follows:

1999/2000:

Fall Term Selected Topics in Virology
Staff

Spring Term Selected Topics in Cell
Communication Armstrong

Spring Term Selected Topics in Paleoecology
Camill

Spring Term Selected Topics in Behavioral
Endocrinology Rand

Spring Term Selected Topics in Exercise
Physiology Tymoczko/Lunder

2000/2001:

Fall Term Biology 361 Tropical Rainforest
Ecology McKone

Winter Term Selected Topics in Cell Biology
Jaramillo

Spring Term Selected Topics in Exercise
Physiology Tymoczko & Lunder

SENIOR INTEGRATIVE
EXERCISE

The Biology Senior Integrative Exercise
requires the following:

1) Attendance at an announced
number of the Biology 260 Speakers Seminars offered
during the major's senior year. DO NOT REGISTER FOR
BIOLOGY 260 (Seminar Speakers), this is part of
Biology 400-2, which all seniors register for during the
spring term. See your academic advisor in your junior
year if you will have trouble meeting this commitment due
to an off-campus program or athletics.

2) Investigating one of the
questions suggested by the Department. This answer must
consist of both:

a) A written response in
the form of a five-page Synopsis and complete
Bibliography of the major's "answer" to the
question.

b) An oral examination on
the topic which may be either a 30-minute
presentation by the major before three members of
the faculty followed by a 45-minute question/answer
period or simply a one-hour question/answer
session.

Students may submit suggestions for the
Senior Integrative Exercise questions in the spring of their Junior
year. The faculty will review all suggestions and consider including
them among the possible questions. This means that if you are
organized, you may be able to write your own question for the
exercise. The questions are announced, the detailed directions are
distributed, and general questions are answered during a meeting with
the junior majors in the latter part of the spring term. Four of six
credits are devoted to comps during the term in which you write. The
remaining two credits are assigned to spring term.

BIOLOGY
EQUIPMENT AND FACILITIES

The extent of equipment and facilities in
the Biology Department is extraordinary for a college the size of
Carleton. Through courses, independent studies, or special
arrangements with faculty members, students may use almost all of the
available facilities and equipment.

The following list of facilities is provided
so that majors will become aware of the tools the department offers
for furthering their scientific education.

The Arb serves as an outdoor classroom for
the Department. It covers close to 150 hectares of mesic forest,
floodplain forest along the Cannon River, marshes, small patches of
prairie, and pine plantations. Some of the ongoing projects include
restoration of prairie and oak savanna habitats and monitoring of
secondary succession in both upland and floodplain habitats. A wealth
of information about the Arb has been gathered by students in formal
courses and independent studies.

McKnight Prairie is another area for outdoor
studies. It consists of 14 hectares of native Minnesota prairie about
seven miles east of campus. Biological studies are conducted each
year by students in classes and in independent study.

To obtain equipment for use in their
studies, students should consult the professor familiar with its use
and get his/her permission and instructions. Borrowed equipment must
be signed out in the stockroom with the approval of the stockroom
manager and a biology professor.

Students also have extensive library
facilities at their disposal. At Carleton, these include:

1) Main library - houses a few
biological journals and the majority of the biology
books. A Science Library is housed on the first floor of
the Main Library and has most journals of biological
interest, and biological review and reference
books.

2) Faculty collections - most
professors maintain journal subscriptions and have books
which they will generally allow students to use in their
offices.

3) Minitex - had been a rapid
system for obtaining reprints from journals and books not
found in Northfield. Minitex use has some restriction
imposed by Federal copyright law, so check with the
library before making large requests.

4) Biology Majors have access to
a number of primary literature databases for comps or
term paper assignments, they should see the Science
Librarian for details..

At other libraries:

5) St. Olaf Library - has some
books and journals not found at Carleton.

6) University of Minnesota
libraries - includes many libraries on the Minneapolis
and St. Paul campuses. Their library hours are posted in
the Carleton Main Library where the Minnesota Serials
list is also available for location of specific journals.
The U of M libraries are:

Minneapolis

Bio-Med Library

Natural History Library

Wilson Main Library

St. Paul

Biochemistry Library

Entomology Library

Forestry Library

Plant Pathology Library

St. Paul Main Library

Veterinary Medicine Library

INTERNET

The Biology Department with the assistance
of the Academic Computing and Networking Services maintain web pages
with extensive links to a variety of internet biology resources as
well as web pages developed for specific courses. These pages can be
reached at
http://www.carleton.edu/curriculum/BIOL/index.html.

OFF-CAMPUS
COURSES

Carleton off-campus programs include the ACM
Wilderness Station (summer every year) see their Web site at
www.acm.edu/wfs//, the Australia-New Zealand Field Studies Program
(generally winter term alternate years), the winter break component
of Tropical Rainforest Ecology (alternate years), the ACM Tropical
Field Research Program in Costa Rica (winter and spring terms of
every year), and ACM Oak Ridge Science Semester. Students have also
participated in programs through other colleges and institutes. If
you have questions about any program, consult the Carleton program
advisor, off-campus studies office or the Carleton students who have
already attended it.

INTERNSHIPS

Notices about internships are also posted,
but more extensive listings can be found in the Career Center.
Students might also find leads in the job listings in the back of
Nature, New Scientist, and Science.

SUMMER
WORK

Students may take an active role in the
summer research of professors in the Department. Consult the faculty
member in your areas of interest. Summer research opportunities at
other institutions are on file in the Career Center. Assistantships
in the health professions are listed in a Career Center file. Be sure
and check the Career Center's Web Site. National Forest Service
applications are available from the St. Paul Experiment Station.
National Park applications should be requested from individual park
offices.

THE
FUTURE

Seniors should have a summary of their
background and aspirations on file in the Biology office, where it's
convenient for professors who are asked to write recommendations.
Seniors might also ask professors for general letters of reference
that go into reference compilation put together by the Career Center
to accompany the transcript.

Biology graduate school information is
compiled in Peterson's Annual Guide to Graduate Schools in
Biology. This are on file in the Career Center, as are current
graduate school brochures and catalogs. Complete catalogs are found
on the second level of the Main Library. Biology faculty members may
also be able to give valuable information about grad schools and
jobs. Finally, information about graduate record and advanced
placement exams is available in the Career Center; MCAT and medical
school information can be obtained from the premed advisor, Cris
Roosenraad. Many graduate programs can also be explored on the
internet.

If you plan to follow a career in secondary
education, check with the Education Department about teaching
certificate requirements. This should be done no later than the early
part of your junior year. A few of the job listings in the previously
mentioned periodicals require only the B.A. degree. These are mostly
at research institutions looking for technicians.

BIOLOGY FACULTY

The department is staffed by biologists
representing diverse research interests and backgrounds.

Dr. Norris Armstrong, a developmental
biologist, uses molecular and microsurgical techniques to examine how
cells and tissues are organized into appropriate patterns during
embryonic development. During the 1999-2000 school year he will be
teaching Animal Development, Developmental Genetics, a seminar in
Cell Communication, and part of Introductory Biology.

Dr. Philip Camill, an ecosystems
ecologist, has research interests in climate change and its impact on
plant succession and ecosystem function. He teaches Ecosystem
Ecology, Global Change Biology, a seminar in Paleoecology, and part
of Introductory Biology.

Dr. David Hougen-Eitzman, trained as
a population geneticist and ecologist, studies ecological interaction
within agricultural ecosystems. In particular, he is interested in
developing biological solutions to problems that have usually been
attacked with herbicides and pesticides. He teaches laboratories for
the Introductory courses, Entomology, and a seminar on Sustainable
Agriculture.

Dr. Fernán Jaramillo, is a
neurobiologist with research interest in signal transduction in the
auditory system. He teaches Cell Biology, Neurobiology, and part of
Introductory Biology.

Dr. Mark McKone, an evolutionary
ecologist, pursues research on the interactions between insects and
plants. Particular interests include the pollinator community of
prairie composites and the evolutionary impact of pre-dispersal seed
predators of grasses. He teaches Evolution, Ecology, Tropical
Rainforest Ecology, Biology of Conservation, and part of Introductory
Biology.

Dr. Matthew Rand, a vertebrate
reproductive biologist, studies the hormonal mediation and function
of sexually dimorphic traits. Currently he uses lizards as a model
system to understand neural differences that influence male and
female reproductive behavior. He teaches Animal Physiology, Animal
Behavior, Vertebrate Morphology, a seminar on Behavioral
Endocrinology, part of Introductory Biology and a seminar that
explores the sexual basis of human nature and its impact on
science.

Dr. Susan Singer, a plant
developmental biologist, is taking a developmental genetics approach
to the study of flowering in pea. Floral mutants are being
characterized and genetic interactions between mutants are under
investigation to elucidate the roles of different genes in the
regulation of inflorescence architecture. She teaches Plant Biology,
Plant Development, Developmental Genetics, and part of Introductory
Biology.

Dr. John Tymoczko, biochemist,
studies the enzyme prolyl oligopeptidase. This enzyme is thought to
play a role in the processing of polypeptide hormones, and
alterations in its activity may lead to certain pathological
conditions Projects include isolating the gene for the enzyme and
investigating its regulation. He teaches Biochemistry, Oncogenes and
Molecular Biology of Cancer, part of Introductory Biology, and a
seminar on Exercise Biochemistry.

Dr. Gary Wagenbach, trained as an
invertebrate zoologist and parasitologist, is examining the
population biology of freshwater mussels. The general goal of his
research is to better understand the conservation of rare and
endangered freshwater mussels. He teaches Biology of the Invertebrate
Animals, Marine Biology, Aquatic Biology, Environmental Studies, and
a seminar on parasitism. He also serves as coordinator of the
Environmental Science Concentration.

Dr. Debby Walser-Kuntz, an
immunologist, is interested in the role the immune system plays in
the development of autoimmune disorders and the potential impact on
this process of environmental contaminants. She teaches Immunology,
Microbiology, part of Introductory Biology and a seminar on HIV and
AIDS.

Dr. Stephan Zweifel, a geneticist and
molecular biologist, is examining the replication and segregation of
mitochrondrial DNA in the yeast S. cerevisiae. His lab is
interested in identifying and characterizing the nuclear genes
responsible for the proper transmission of the mitochondrial genome.
He teaches Genetics, Molecular Biology, part of Introductory Biology,
and a seminar on Human Genetics.